Basics of Teaching & Phases of Teaching | Teaching Aptitude
📚 This is the first chapter of Teaching Aptitude. No prior reading needed — start here and build your foundation before moving to Levels of Teaching.
What You Will Learn in This Blog
- What teaching really means — beyond the dictionary definition
- What is Teaching Aptitude and the T-L Model
- The characteristics of good teaching
- The aims and objectives of teaching
- The 6 types of Teaching Competencies
- The 3 Phases of Teaching explained with real-life examples
- The link: Phase → Activity → Classroom Reality
- Common confusions and how to avoid them in the exam
Meaning and Definition of Teaching
Core idea: Teaching is not just talking in front of students. It is a deliberate, planned, and purposeful activity aimed at bringing about desirable changes in learner behaviour.
🔺Teaching is a triadic process — it always involves three elements working together:
Teacher ↔ Student ↔ Content
|
Thinker |
Definition |
|---|---|
|
N.L. Gage |
Teaching is a form of interpersonal influence aimed at changing the ways in which learners can or will behave. |
|
B.O. Smith |
Teaching is a system of actions intended to induce learning. |
|
Clarke |
Teaching is the arrangement and manipulation of a situation in which there are gaps or obstructions which an individual will seek to overcome. |
|
John Dewey |
Teaching is helping the learner to become self-sufficient through self-directed learning. |
👉 In short: Teaching = Deliberate + Planned + Purposeful + Aimed at learning
Teaching Aptitude & the T-L Model
- Refers to the inherent ability or potential to teach effectively.
- Measures how well a teacher can foster meaningful learning experiences.
- Includes the ability to create an engaging classroom environment.
- A structured framework representing the dynamics of teaching and learning.
- Focuses on the interaction between teachers and students during instruction.
- Teaching and learning are integrally related — not independent acts.
💡 Key Insights about Teaching and Learning:
|
Insight |
Explanation |
|---|---|
|
Interconnected processes |
Teaching and learning are closely linked — one directly supports and shapes the other. |
|
Teaching is a social activity |
It involves interaction, communication, and relationship between teacher and learner. |
|
Learning is personal and internal |
Unlike teaching, learning happens inside the individual — it is a private cognitive process. |
|
Learning can happen without a teacher |
While teaching requires learners, learning can occur independently through self-study or experience. |
Methods used: Primarily quantitative, but open to some qualitative to fill gaps
📌PYQ Insight [Sept 2020]: The T-L model implies that teaching and learning are integrally related acts — not independent, and not simply causal. Teaching directly supports and enhances learning, making both mutually dependent.
Characteristics of Good Teaching
Good teaching is not accidental. It has identifiable features that distinguish it from mere information delivery.
|
Characteristic |
What It Means |
|---|---|
|
Goal-directed |
Teaching always has a clear aim — the teacher knows what the student must learn. |
|
Planned |
Effective teaching is prepared in advance, not improvised entirely. |
|
Stimulating |
Good teaching arouses curiosity and motivates students to explore. |
|
Democratic |
The teacher respects the learner’s individuality and encourages participation. |
|
Flexible |
Teaching adjusts to student needs, feedback, and classroom realities. |
|
Evaluative |
Good teaching continuously checks whether learning is actually happening. |
|
Communicative |
It is a two-way process — not a one-way broadcast. |
Many students confuse teaching with instruction. Instruction is one-way. Teaching is interactive and adaptive.
Aims and Objectives of Teaching
- Development of whole personality (cognitive, affective, psychomotor)
- Making the learner self-reliant and independent
- Socialisation — preparing the student for society
- Cultivation of critical thinking and problem-solving
- Transmitting knowledge and skills
- Developing positive attitudes toward the subject
- Enabling the student to apply what they learn
- Evaluating and correcting misunderstandings
- Aims = broad, philosophical, long-term
- Objectives = specific, measurable, short-term
Types of Teaching Competencies
A competent teacher is not just someone who knows the subject. Teaching competency is multi-dimensional — spanning personality, behaviour, subject knowledge, communication style, and social skills.
- Positive mindset and adaptable personality
- Strong internal drive and self-efficacy (belief in one’s ability to influence outcomes)
- Logical reasoning and clarity of thought
- Confidence paired with enthusiasm for teaching
- Planning and Teaching: Designing structured lesson plans and delivering them effectively
- Managing & Monitoring: Handling classroom activities and tracking student progress
- Evaluating & Feedback: Judging performance and sharing helpful feedback for growth
- Subject Knowledge: Deep understanding of the topic being taught
- Literacy Levels: Strong command of language and communication
- Dynamism and Flexibility: Adjusting teaching methods based on the classroom situation
- Organisation and Orderliness: Maintaining a well-structured approach to lesson delivery
- Empathy: Being sensitive to students’ emotions and viewpoints
- Social Skills: Nurturing healthy relationships and creating a positive learning environment
- Self-Awareness: Recognising one’s capabilities and limitations
- Self-Regulation: Managing emotions and maintaining discipline
- Motivation: Staying driven and inspiring students to reach their goals
👉 In short: A great teacher combines knowledge (what to teach), skill (how to teach), and attitude (why to teach) — all six competency types work together.
The 3 Phases of Teaching
Teaching is not just what happens inside the classroom. It has three distinct phases — before class, during class, and after class. Each phase has specific activities and decisions.
1. Pre-Active Phase
Planning Phase · Everything the teacher does BEFORE entering the classroom
The pre-active phase is the preparation stage. The quality of what happens inside the class is directly determined by how well this phase is executed.
|
Pre-Active Activity |
What the Teacher Does |
|---|---|
|
Defining objectives |
Decides what students must know, understand, or be able to do by end of lesson |
|
Content selection |
Chooses which topics to cover and in what depth |
|
Sequencing |
Arranges the content in a logical, learnable order |
|
Method selection |
Decides how to teach — lecture, discussion, demonstration, etc. |
|
Material preparation |
Prepares notes, examples, visuals, activities |
|
Time planning |
Allocates time to each part of the lesson |
|
Anticipating difficulties |
Plans for areas where students might get confused |
📍 Real-life Example
Before teaching photosynthesis, a biology teacher decides to start with a question (“Why do plants not eat food like we do?”), then move to diagrams, then to the chemical equation, then a group activity. All of this planning happens before the class begins. This is the pre-active phase.
2. Inter-Active Phase
Execution Phase · Everything that happens INSIDE the classroom
The inter-active phase is the most visible phase. This is where the plan meets reality. The teacher must not only deliver — but observe, adapt, respond, and manage.
|
Inter-Active Activity |
What the Teacher Does |
|---|---|
|
Set induction |
Starts class in a way that grabs attention and connects to prior knowledge |
|
Content delivery |
Explains the topic using the chosen method |
|
Questioning |
Asks questions to check understanding and stimulate thinking |
|
Using examples |
Makes abstract content concrete with real-life illustrations |
|
Managing the class |
Handles behaviour, pacing, and engagement |
|
Giving feedback |
Responds to student answers, corrects errors, encourages participation |
|
Adapting on the spot |
If students seem confused, changes the approach immediately |
📍 Real-life Example
The biology teacher opens with: “Has anyone wondered why a plant survives in a sealed glass jar?” Students respond with curiosity. She draws a diagram, explains step by step, asks questions, corrects a misunderstanding, and ends with a group discussion. Every second of this is the inter-active phase.
3. Post-Active Phase
Evaluation Phase · Everything the teacher does AFTER the class
The post-active phase is the most neglected phase in practice — but one of the most tested in the exam. The teacher reflects: Did learning actually happen? What worked? What should I change?
|
Post-Active Activity |
What the Teacher Does |
|---|---|
|
Evaluating learning |
Checks whether objectives were achieved (tests, assignments, questions) |
|
Analysing performance |
Identifies which students understood and which need more support |
|
Self-reflection |
Thinks about their own teaching — what went well, what didn’t |
|
Providing feedback |
Returns corrected work to students with guidance |
|
Revising the plan |
Updates the lesson plan for future classes |
|
Remedial planning |
Plans additional support for students who didn’t grasp the concept |
📍 Real-life Example
After the photosynthesis class, the teacher gives a short quiz. She notices most students understood the process but struggled with the chemical equation. She plans to revise it in the next class and redesigns her explanation for future batches. This is the post-active phase.